It is highly recommended that teachers do a collective correction so as to have a common understanding and a baseline for grading.

In order to do so, teachers must first refer to the Development of Competencies (found on p.23-25, 29-31, and p. 34-35 in the DBE ESL program), the Evaluation Grids, and the DED. These documents help teachers keep in mind the End-of-Course Outcomes.

It’s normal for there to be a bit of discrepancy, although it should be minimal if the proper steps are taken when preparing to correct exams. Here are a few guidelines for marking oral or written production exams:

BEFORE MARKING:

• Record oral interaction exams for …01 and …02 courses, so you are able to devote your entire attention to the learner as you go through the interaction. This will also allow you to give fair time and consideration to marking the exam afterward.
• Learn what the evaluations are about by studying the end of course outcomes and DED’s for each course you teach.
• Look at the exams and the Correction Guides in order to understand the expectations of both the oral and written exams. Study the roles that you and the learner have to play.
• Become familiar with the Examination Grids:

• Compare with the Instructional Grids
• Highlight words and phrases
• Consider the incremental differences between benchmarks in the Grids of various courses and levels.
• Interpret the meaning of each benchmark.
• Situate the learner’s ESL level, particularly if you need to mark exams in many different levels. This will set a baseline and ensure fair correction practises. Verify the competency level of the learner using the ‘Development of Competencies’ 1-page summaries found on the ESL website or the charts found in Chapter 3 of the DBE ESL Program.
• Practise marking. Becoming proficient with the new exams and tools is like any other skill, which will improve through repetition. Use student productions on the ESL website, either on your own or with colleagues. Set up learning situations and mark the productions as though they are exams.

DURING MARKING:

• Get a general impression of the learner’s production. Take time to listen or read through the entire production before beginning to mark. You may need to do this more than once.
• Review the Grids and each Competency Summary if needed to set a baseline before you begin to mark.
• At first, you may find it easier to mark using the Examination Grids and Instructional Grids together.
• Mark the exam in pencil just in case you need to revise what you have done.

If in doubt, use your professional judgement. Don’t be afraid to re-listen and re-read, or review any of the documents used before marking.